Impact By Strategy (Big Bets):

Early Literacy

Low-income children experience word gap compared to peers translating to an achievement gap. According to the U.S. Department of Education, up to 61% of low-income families do not have any books for their kids at home.

  1. Read It Again (EDS1-D) Provide culturally appropriate, evidence-based B-K reading strategies for teachers and families for low- or no-cost to all providers. Low-income children experience word gap compared to peers translating to an achievement gap. Book Access: According to the U.S. Department of Education, up to 61% of low-income families do not have any books for their kids at home. https://crane.osu.edu/our-work/read-it-again/

Update: Through a partnership between FRC and the Crane Center for Early Childhood Research and Policy Read It Again will be piloted in licensed child care programs in Fall 2022. Child Care Program partnerships will be identified in late September.  If you are a licensed child care provider interested in participation please reach out to Amanda Isenberg at Amanda.Isenberg@frcbus.org

  1. At-home Toolkits (EDS1-E) Widely disseminate a culturally appropriate, age-appropriate, at-home toolkit that follows an early childhood development curriculum to support parents, guardians, and families.
Update: We are preparing to launch 4,000 at home toolkits into the community starting late September 2022.  There are five different toolkits that vary by age.  Each toolkit contains a book, an activity, and a video to help parents make the most of the toolkit.

Family Stabilization

Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4. In 2015, an estimated 683,000 children were victims of child abuse and neglect.

  1. Building Better Lives (HBH3-A) https://bit.ly/3qinV0d
  2. Conscious Discipline (HBH3-A) https://consciousdiscipline.com/

Update: We are continuing to evaluate how to expand BBL with our Family and Children First Council partner for families in our geographic area (Whitehall and Linden) and have four sessions scheduled for Conscious Discipline through the end of the year for Franklin County early childhood professionals.

Public Awareness

Community-based early care and education, delivered at scale, can provide lasting impacts, and may serve as a catalyst for children’s success later in life. Children from low-income backgrounds who had access to 24 months or more of high-quality early childhood education in their first five years were more likely to graduate from college and had higher salaries at age 26. 36% of low-income children have visited a library prior to Kindergarten compared to 66% of the higher income peers. Through our own focus groups with families in Franklin County, FRC learned that parents rate K Readiness as important but do not understand what readiness looks like.

  1. Community Spaces (FC2-C): Develop and implement the community spaces educational program (i.e., grocery store, library, COTA, barber shop/hair salon).
Update: Through the leadership of the Columbus Metropolitan Library and the partnership of the FR5 Communications Committee FRC is proud to launch the first FR5 campaign, Talk, Read, Sing Play; Make the moments count.  This campaign will be leveraged to provide tips and literacy information to families across the Franklin County community.

Talk, Read, Sing, Play.  Below are posters that can be printed:

If you would like to be a community partner please reach out to Alicia Moxley at Alicia.Moxley@frcbus.org

  1. COSI (EDS1-F) Increase access to museums to support development in Science, Technology, Engineering, Art and Mathematics. (STEAM)

Update: FRC held five community days in August focused on engaging with new families.  Through these events FRC connected with more than 440 people, 147 families of which more than 200 were children under 5.  FRC is set to hold FRC Community Days at COSI every Wednesday in October.  Additionally, another 120 passes and COSI kits will be purchased and utilized as incentives and grassroot initiatives to continue to meet our families where they area.

  1. Public Awareness/Bright By Text (FC2-B, EDS1-B, & INF2-A): Create and launch a multi-faceted, multi-lingual, culturally appropriate, public education, awareness, and outreach campaign with specific messages for target audiences using trusted messages and delivery tactics. Launch and support a texting and social-media based parent education campaign (Bright by Text).

Update: We continue to work with community partners to expand our reach through Bright By Text through social media, at-home toolkits and community events. Although our numbers are climbing we continue to work to increase our connections. Remember, we understand that kids don’t come with instructions. That’s why Bright by Text sends the info you need most for raising little ones, from pregnancy through age 8.

Text FutureReady to 274448 to start receiving free text messages with easy, practical tips and activities right to your cell phone.

We only ask for your child’s birth date and zip code. That way, you’ll get messages timed to their exact age and information about local events and resources.

  1. Developmental Support Access (EDS1-B) Identify and achieve three-year benchmarks to increase access and attendance in high-quality early childhood programs for all children with an equitable focus on children: of color; with disabilities; living in poverty; and in multi-lingual, immigrant and migrant families through public outreach/education, partnering with families and removing barriers. Programs include:  Home Visiting; Early Intervention; Child Care; Head Start; SPARK; Preschool; Special Education Preschool.

Update: The FRC Procare pilot launched September 8th with more than 20 Franklin County licensed child care programs (Centers and Family Child Care).  The goals of this pilot are to evaluate the benefits of utilizing technology in classrooms to:

  1. Increase program revenue;
  2. Decrease administrative burden/costs; and
  3. Increase work and parent satisfaction.

Through this work we will evaluate long-term infrastructure supports, provide more time for teachers to be in the classroom focused on children rather than paperwork and strengthen family engagement.

Additionally, this strategy is focused on bringing appropriate services to families earlier with a focus on increasing referrals and utilization of services such as early intervention, Help Me Grow home visiting and utilization of publicly funded child care.  When children receive the services they need earlier we close the learning gap and better prepare them for school.